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Transitions
Transitions are times of change; they are part of everyday life and take place from the
earliest years. Transitions occur as children move from home to setting, from room to
room, from carer to carer, when moving on from one setting to another, and during
significant changes in circumstances. The Early Years Framework highlights transitions as
an important issue in children’s lives including the transition from home to an early years
setting. The Early Years Framework also highlights that:
‘Transitions in the lives of adults, . . . for example
bereavement or family breakdown, can have a profound
impact on young children.’
(Scottish Government, 2008d, p 20)
At times of transition, it is important that adults reflect on and take account of the four
key principles for ensuring best starts and positive outcomes:
• Rights of the Child
• Relationships
• Responsive Care
• Respect.13
13
See section on Four Key Principles for Best Starts and Positive Outcomes
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Transitions can provide exciting opportunities and also new
challenges. Research, such as Dunlop and Fabian (2007), shows that
the way in which the first transitions are handled could potentially
have a significant impact on the child’s capacity to cope with change
in the short and long term. If transitions are well supported, children
can learn to manage change in a positive way, which is a very
important skill for life. Effective transitions can provide opportunities
to help children develop self-worth, confidence and the capacity to be
resilient in the process of dealing with change.
Moving on to different surroundings, a change in caregiver, or making
friends in a new setting can be both exciting and challenging. Staff
in early years settings can support children appropriately by ensuring
that transitions are effective, positive and meaningful.
Partnership working with parents is key to supporting effective
transitions. Parents can support staff in getting to know children well,
whilst staff support parents as they adjust to change.14
The UN Convention on the Rights of the Child (1989) advocates that
children’s views are valued and respected in society. When supporting
babies and young children through transitions, staff should ensure
that they know them well enough to understand their needs and
wishes through, for example, interpreting gestures, sounds and
expressions.15
Staff can support babies and young children
through transitions by:
• building in routines that are familiar and welcoming
• working closely with all other adults who are involved with the
child and ensuring that effective and ongoing communication
takes place
• inviting parents to stay with the child as they adjust to the new
environment
• encouraging children to bring a familiar object from home, such
as a teddy or blanket
• providing opportunities for discussion, stories and play, helping
children to express their feelings
14
See section on Partnership Working
15
See section on Role of Staff
PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES
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• being closely observant of gestures and body language and tuning in to what is
being communicated
• providing opportunities for siblings who attend the setting to see one another
regularly throughout the day
• setting aside time to plan for and ensure smooth transitions
• recording shared memories that can be revisited to provide a sense of continuity
• ensuring experiences are provided which reflect their home life and culture.
Reflection and Action – Transitions
• How do you manage the transition process from home to setting,
acknowledging that the separation experience for babies and parents may
require support?
• Through consultation with parents and children, discuss ways in which you
could develop and improve transition experiences for children and families.
Case Study – Transitions
David is three months old and he lives with his mum who is 17 years of age. They
have no other family support. As the result of a referral from the health visitor and
social worker, David has just been allocated a place at the local early years setting as
mum is finding it difficult to cope with the demands of a new baby. David was born
prematurely and has a number of medical problems that mean he is only able to
sleep for very short periods of time. At a multi-agency meeting it was decided that
five afternoons a week in nursery would provide David with a consistent routine and
time for quality interaction with his key person.
Discussion
How would you plan for a positive transition to the early years setting for David?
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Signpost to Research – Transitions
This international review of transitions concepts and research informs
practitioners about rights-based early childhood policies and practices. It
does not focus specifically on pre-birth to three practice, but rather on the
underlying conceptualisations about transitions in early childhood.
Vogler, P, Crivello, G and Woodhead, M (2008) Early childhood transitions
research: A review of concepts, theory, and practice. Working Paper No. 48.
The Hague, The Netherlands: Bernard van Leer Foundation.
www.bernardvanleer.org/Early_childhood_transitions_research_A_review_of_
concepts_theory_and_practice
See also
Scottish Government (2008) Growing Up in Scotland, Research Findings
No.2/2008: Experiences of pre-school education.
PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES